January 2012 Volume 15 Number 1 - Educational Technology ...

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the physical assessment procedure in comparison with the expected completion time of an expert level learner. The DM of Student Si is calculated using the following formula (Barsuk, Ahya, Cohen, McGaghie, & Wayne, 2009; Block, 1971; Carroll, 1963): (expected completion time) DM(Si) 100% (student completion time) Figure 1. System framework The student collects and assesses the life sign of this body part. Information of life sign: (1) blood pressure: 176/98 mmHg (2) temperature: 39 ℃ (3) pulse: 110 times/min Figure 2. Interface for detecting pathological signs 225
In this study, the focus of the instruction is the “respiratory system.” The student first logs onto the learning system and chooses a case from the scenario case database for practicing physical assessment. The student is guided through the standard operating process of physical assessment. In the “demonstration and guidance” stage, the student has to diagnose a dummy patient according to the case history offered by the system and the hints given by the sensing technology to answer questions. During the examination, the student gathers physiological information about the patient via an RFID reader on the mobile device. The system will give life signs corresponding to different positions. For example, after the student detects the RFID tag on the chest via the mobile device, the system will give information of breathing frequency (times/second). Other physiological information includes temperature, pulse and blood pressure, as shown in Figure 2. Through the life signs detection exercise, the student is able to familiarize him/herself with visual examination, palpation, percussion and auscultation, and determine the treatment of the patient according to the given information. When the student conducts the standard operating process for physical assessment, the learning system compares the information retrieved from the case database with that provided by the student to ensure the correctness of each step. If the operation is incorrect, missing or overlooked, the system will give feedback to the student, as shown in Figure 3. Please collect palpation information of the chest. The position is incorrect. Please think about it again. Your steps: (1) Upper part of left clavicle (2) lower part of left clavicle Figure 3. Interface for giving hints for mistakes or missing steps During the learning process, the student can view personal mistakes or missing steps, and repeat the exercise to reach a degree of mastery through “observation and reflection”, as shown in Figure 4. For example, during the process of practicing palpation, the student detects vibration information caused by the voice of the dummy patient, breath movement and the position of the diaphragm, among which the tags of the left and right paths represent the patient’s expansion situation. In addition to palpation, visual examination information, percussion and auscultation are also collected based on the tags in the standard operating process. The final step of the standard operating process is to examine the patient’s blood test report, as shown in Figure 5. Afterward, the system presents some similar diseases for the student to identify and fill in according to the gathered symptoms. After the student completes a practice of the physical assessment procedure, the learning system presents the current degree of mastery, as shown in Figure 6. For the first case of this illustrative example, the patient is suffering from pneumonia. Assuming that the student has spent 25 minutes correctly completing the physical assessment procedure 226
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January 2012 Volume 15 Number 1
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Supporting Organizations Centre for
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Analyzing the Learning Process of a
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Angeli, C., & Valanides, N. (2012).
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ased on an integration and evaluati
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ased on the assumption that no sing
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Diagram type D thinking (shown in F
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collaborative task in terms of inte
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Table 4. Descriptive statistics for
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Hong, N. S., Jonassen, D. H., & McG
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commercial off-the-shelf digital ga
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The post-questionnaire was used aft
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Phase Table 1. Phases and activitie
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Research results Describing student
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Assessment results for each one of
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References Annetta, L.A., Minogue,
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Huang, T.-W. (2012). Aberrance Dete
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Detection power Typically, the rela
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Results Detection rates As seen in
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2 .00 .05 3 .02 .10 1 .60 .40 ECI 4
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their easily understandable devices
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Ifenthaler, D. (2012). Determining
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activities is assumed to be reflect
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that the problem representations (i
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deductive reasoning inventory (33 m
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HIMATT structural measures The part
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outcomes, r = .297, p < .01. Accord
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Azevedo, R. (2009). Theoretical, co
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Seel, N. M. (1999b). Educational se
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Initially this paper explores defin
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gamers were boys, and 35% were girl
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Teachers underwent eight hours of p
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A correlation analysis was used to
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playing the game. This would mean P
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Yu, F. Y. (2012). Any Effects of Di
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Considering that identity concealme
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In the nickname group, the student
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Attitudes toward assessors Percepti
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Liu, Z. F., Chiu, C. H., Lin, S. S.
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Appendix A: Attitudes toward Peer-A
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Appendix C: Perception toward the I
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Han, H., & Johnson, S. D. (2012). R
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Research participants The target po
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that its value of cross-loading is
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The canonical variable for the emot
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Literature in the field of online l
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Cornelius, R. R. (1996). The scienc
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Shih, W.-C., Tseng, S.-S., Yang, C.
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To provide personalized (e-)learnin
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Figure 3. An illustrative example o
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elementary schools. Thus they are b
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Table 5. Descriptive statistics for
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References Abowd, G. D., & Atkeson,
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Tseng, K.-H., Chang, C.-C., Lou, S.
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Figure 1. The five stages of KT (Gi
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The use of learning strategies, mon
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Additionally, the above two scales
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Figure 3. Canonical structure betwe
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highly positive perception of CM an
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Langan-Fox, J., Platania-Phung, C.,
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Gömleksiz, M. N. (2012). Elementar
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any statistically significant diffe
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consideration in an educational set
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conditions of a learning environmen
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Kahle, J. B. (1983). The disadvanta
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Appendix A Science and Technology S
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(Guuawardena, Nola, Wilson, Lopez-I
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Questionnaire on student satisfacti
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G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
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across the five levels of knowledge
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Santhanam, R., Sasidharan, S., Webs
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This paper reports only the early e
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Figure 1 illustrates how the abovem
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teacher/instructor continues to dom
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The instructor plays a significant
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Data collection and data sources Fi
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y turning over the responsibility t
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Brophy, J. (1999). Toward a model o
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Lawanto, O., Santoso, H. B., & Liu,
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such as grades and evaluation by ot
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students’ interest, expectancy fo
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constructs that measure students’
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Bandura, A. (1978). Reflections on
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Lin, J. M.-C., & Liu, S.-F. (2012).
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Table 1. The MSWLogo commands learn
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other words, we had prepared a set
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lab. When she returned and found th
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Attitudes toward Programming and Co
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Table 5 successfully, it took four
Page 179 and 180: Kuter, S., Altinay Gazi, Z., & Alti
Page 181 and 182: not only the means for trainees’
Page 183 and 184: Data Collection Techniques and Anal
Page 185 and 186: organizations was highlighted by on
Page 187 and 188: provides the means for professional
Page 189 and 190: Kohonen, V. (2001). Towards experie
Page 191 and 192: As Rogers (1995) postulates in his
Page 193 and 194: Instrument and data collection Afte
Page 195 and 196: “Raising our computer skills in C
Page 197 and 198: teachers deploy ICT tools in langua
Page 199 and 200: Ma, W., Anderson, R., & Streith, K.
Page 201 and 202: APPENDIX A. Questionnaire for Dista
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Page 207 and 208: each group. The experimental group
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Page 211 and 212: Table 3 shows that the mean frequen
Page 213 and 214: previous Web-based instructional le
Page 215 and 216: Millar, R., & Osborne, J.F. (1998).
Page 217 and 218: Several studies explore the roles t
Page 219 and 220: understand the content structures o
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Page 223 and 224: two coding schemes, as illustrated
Page 225 and 226: also very limited. Teachers and sof
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Page 229: 2009; Bernard & Cathryn, 2006) or p
Page 233 and 234: The student’s degree of mastery i
Page 235 and 236: The questionnaire for the acceptanc
Page 237 and 238: the t-test result, it is found that
Page 239 and 240: Scale Questionnaire item Mean S.D.
Page 241 and 242: Hwang, G. J. (2003). A conceptual m
Page 243 and 244: sharing, problem solving, and achie
Page 245 and 246: Virtual learning environment In the
Page 247 and 248: Class Table 1. The survey questions
Page 249 and 250: “…the distance and the lack of
Page 251 and 252: collaboration within EVS, thus prev
Page 253 and 254: Huang, T.-H., Liu, Y.-C., & Chang,
Page 255 and 256: y personalised context examples in
Page 257 and 258: Students’ Problem-Solving Guidanc
Page 259 and 260: Research Method Figure 8. The scree
Page 261 and 262: Table 4. Abstract of Pairwise Compa
Page 263 and 264: questions designed for the system h
Page 265 and 266: Lee, J. (2012). Patterns of Interac
Page 267 and 268: This study focused on online fora i
Page 269 and 270: Results and Discussion Due date-cen
Page 271 and 272: In addition, all groups developed 8
Page 273 and 274: future. Therefore, they had an oppo
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Page 279 and 280: systems by using 18 personalization
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Short-Term Sensory Memory is a temp
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with respect to articles by using a
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system also computes a review value
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DFL. d ( yi ) is the degree of mem
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the experimental group can understa
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Finally, Figure 10(A) and Figure 10
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Appendix # Question Description Par
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mental models, are cognitive struct
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Based on the theoretical implicatio
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Data analysis To test the model fit
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may be considered an effective inte
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Hsu, I.-C. (2012). Intelligent Disc
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(Gradinarova, Zhelezov et al. 2006)
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RLO denotes a remote learning objec
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Figure 2. The flow-oriented LOFinde
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if x include with y, and y include
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Similarly, the relation metadata of
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(defrule student-advisor (triple (p
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References ADL. (2006). Sharable Co
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determinants of how people think, b
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Mediating effect of learning flow A
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The instrument used to measure lear
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addition, the cross-loadings of the
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and ease of use had significant eff
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Connell, J. P., Spencer, M. B., & A
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Despotović-Zrakić, M., Marković,
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Learning is a cognitive activity th
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The survey consisted of 30 question
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Created data mining model needs to
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dealt with the matter taught at the
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Conclusion Conducted research showe
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Romero, C., Ventura S., García E.,
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prompts as scaffolding strategy to
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Reflection Types This study attempt
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All the three groups completed the
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Results Learning Outcomes Pre- and
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Map Analysis in Transfer Test Figur
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Generic Prompts and Specific Prompt
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Biswas, G., Schwartz, D., Bransford
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Chen, Y.-H., Looi, C.-K., Lin, C.-P
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of correct response, answer until c
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Figure 7 shows a screenshot of one
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Collaboration Questionnaire results
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following diagrams. The double-arro
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“Most students were encouraged to
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Bangert-Drowns, R.L., Kulick, C. C.
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primary research questions. First,
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Individual learning Figure 2. Scree
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Experimental Tools This study emplo
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Table 3 shows that almost all items
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I usually engaged myself in listeni
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References Bloom, B. S. (Ed.). (195
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APPENDIX 2. Taxonomy for Informatio
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understand how we can effectively u
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5. Is there a relationship between
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correlation between teachers’ IWB
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Q7. IWB provides advantages to me t
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training regarding this topic. This
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Conclusion This study provides a so
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Smith, H. J., Higgins, S., Wall, K.
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